Unit 10 Frightening nature
I. Teaching Goals
1. Talk about natural disasters volcanoes, hurricanes and typhoons.
2. Express emotion, anxiety and fear.
3. Learn about Ellipsis.
4. Practise creative writing.
II. Teaching Time: Four periods
The First Period
Teaching Aims:
1. Learn the new words of this period and master their usages.
2. Listen to a passage about weather forecast,
3. Talk about natural disasters.
Teaching Important Points:
1. How to improve the students' listening ability.
2. How to improve the students' speaking ability.
Teaching Difficult Point:
How to use what the students have learned to describe a nature disaster.
Teaching Methods:
1. Listening to improve the students' ability to listen.
2. Discussion and free talk to get every student to speak.
3. Talking the interesting topics to raise the students' interest in science.
Teaching Aids:
1. a computer
2. a projector
3. a tape recorder
Teaching Procedures
Step I Greetings and Revision
Greet the whole class as usual.
T: Have you finished your homework?
(Ss: Yes )Please put your exercise books on your desks. I'll check your homework.… (After teacher checks the students’ homework, teacher says the following. )
T: Open your books at Page 113. Let's learn the new words of this period first. SA, read the new words, please.
SA:…
(Teacher corrects the students' mistakes in pronunciation and gives the brief explanations of some words when necessary.)
Step II Warming up
T: Please open your books at Page 73.Look at the four pictures. What can you see in the pictures? Have a discussion with your partner and do the exercises. Some minutes later, I'll ask some of you to give the answers.
(Teacher goes among the class and join in the students' discussion. Some minutes later, teacher says the following. )
T: Have you finished?
Ss: Yes.
T: Let's do Ex. 1. Who will talk about the first picture?
S: Perhaps the first picture is a geomorphologic map.
T: Please go on !
SB: In the second picture we can see a scene in which some tall trees are blown down. Perhaps a typhoon has just happened. What a sad scene! If we want to get more information, we can see pictures taken by the satellite on the Internet.
Sc: In the third picture. I saw a comet. It has a very bright head and a long less
bright tail and is moving through the sky to the ground. If we want to see it
more clearly, we can see it through a telescope.
T: How do you know when it will happen?
SD: The TV programme will tell us in advance. It will tell us its detailed timetable and the other information about it.
SE: In the last picture we can see a cell, but it is enlarged many times. We often see cells in our biology classes. As long as you have a microscope, you can see them clearly.
T: Do you often hear about these things in newspapers or on TV?
SF: Both. In summer we often hear about typhoons on the Pacific. There are about seven typhoons in the southeast of our country. If there are fewer, drought will take place.
SG: Some years ago, we learned from the newspaper and TV that a comet would pass through the dark sky in our country. Our geography teacher organized us to watch it through a microscope.
T: Now answer the third question, please. How does nature form a danger to people in the world and how can science help reduce that threat?
SH: Typhoons are harmful to us. They can pull up the tall tree, blow down the wire poles and even destroy people's houses. Sometimes it can cause severe flood.
SI: Earthquake can bring great damage to people's life. It can cut off electricity
and water supply and destroy houses. Even it often causes deaths. In 1976 a terrible earthquake in Tang Shan killed thousands of people.
SJ: If the typhoon and earthquake can be forecast, damages will greatly be reduced. Scientists in our country can forecast typhoons exactly and some of the earthquakes have been forecast before. I’m sure they will control the natural disaster and reduce the losses to the lowest degree.
T: In which ways are the fields of science important to our everyday life?
SK: Geograph is important. If we do well in it, we can find more coal, gas and oil, as well as all kinds of metal.
SL: Meteorology is important. If we master it, we can tell our farmers much information about farming. If so, they will increase their productivity and
avoid losses.
SM: In our geograph lessons, our teacher told us that the stars and planets in
the universe have effects on the earth, especially the weather on the earth. So we should learn astronomy well and know as much about it as possible so
that we can forecast their effect.
SN: Biology is an important subject. It affects our everyday life directly. If we
develop better medicine, some diseases will be got rid of. SARS,for example,
broke out in our country last year. We needed a lot of effective medicine
then. If it had not been for the success our scientists achieved, we would have
had much more losses.
T: OK. Let's stop here. Knowledge is power. Let's work hard at our subjects and lay a solid foundation for the future. I wish all of you a bright future.
Step III Listening
T: Now let's do listening. Please turn to Page 73 and 7L Read the information about the exercises. (After a few minutes.)
T: Do you understand what we should do?
Ss: Yes.
T: OK. Let's listen to the tape. I'll play the tape three times. When I play it for
the first time, try to get as much information as possible and write it down on a piece of paper. When 1 play it for a second time, check your answers to be sure they are correct. Then check your answers with your partner and have a discussion with them. At last, I'll play it for the third time and answer all the questions you are not sure about. Are you clear about that?
Ss: Yes.
T: OK. Let's begin.
……
Step IV Speaking
T: Let's go on to do speaking. Please open your books at Page 74. Read the dialogue first and then talk about typhoon with your partner. A few minutes later, let’s act it out.
Sample dialogue
(A: Student a; B: Student b)
A: Are there any typhoons in the area where you live?
B: No, there aren't.
A: Have you heard about it?
B: Yes, I have. I saw a VCD about typhoon last year, and I learned something from it.
A: What is it like?
B: Very terrible! When it happens, trees are pulled up and some old houses are
destroyed.
A: Is that so? I wish there were no typhoons in the world.
B: That's impossible. But when it comes, there will be rain with it.
A: How about hurricane and tornado?
B: There are many words for a violent tropical circular wind. A cyclone may be very large, bringing rain and great destruction. When it happens in the western Atlantic Ocean, it is called a hurricane, and the same tiling happening in tile western Pacific or China sea is a typhoon. When shaped like a pipe and passing in a narrow path, it is a tornado if it goes over land and a waterspout if it goes over water.
A: I see. Thank you very much for telling me so much.
B: Not at all.
T: (Show the screen.) Have you met with one of such situations above? Are you
frightened? Have you heard anyone meet with that? Describe how they behaved then. Have a discussion with your partner and make up a dialogue. The useful expressions on the blackboard may be a help to you.
(Teacher writes the useful expressions on Page 75 on the blackboard.)
Sample dialogue:
(A: Students c ; B: Student d)
A: Have you been in a situation that frightens you?
B: Yes. It was last summer. I spent my summer vacation in my hometown, a small village in a mountainous district. One day, I went hiking with my cousin. On our way home, we met a cobra.
A: Were you frightened when you saw it?
B: Very! It made my hair stand on end. My cousin was too frightened to move at that time, too. Because we both saw on TV that the poison of a cobra can kill a person easily.
A: What happened next?
B: Fortunately it didn't see us. We acted just as the TV programme told us. At
last, it went by. The distance between the cobra and us was only three metres or so.
A: How terrible !
Step V Summary and Homework
T: In this period, we've talked about some topics about geology, meteorology, astronomy and biology, and listened to a passage about weather information.
Also we've had a discussion about some frightening situations. After class, go on with the discussion according to the pictures on Page 25 using the useful expressions on the blackboard. (Teacher reads the expressions.) And do the fifth part of Warming up. That's all for today. Class is over.
Step VI The Design of the Writing on the Blackboard
Unit 10 Frightening natureThe First Period Useful expressions : How terrible! It makes me feel uneasy when… I think it's very unpleasant… It makes me feel very worried. I get very upset. It's a frightening thing… I dare not … I'm really frightened to… What's really scary… I'm afraid of… I'm frightened to death by… She's scared to death. He gets into a total panic when… It makes my hair stand on end. What terrifies me…
Step VII Record after Teaching
The Second Period
Teaching Aims:
1. Learn the useful words and expressions: draw one's attention, at hand, call for,
urge, upon arrival, calm down, light up, in a panic, more than
2. Learn the text “Under the Volcano” and master the detailed information in it
Teaching Important Points:
1. How to improve the students' reading ability.
2. Try to master the usages of the new words and expressions of this period.
Teaching Difficult Point:
The usaGes of some words and expressions
Teaching Methods:
1. Fast-reading to get the students to grasp the main idea of the text.
2. Reading carefully to get the students to master the detailed information.
3. Pair work or group work to make the students be active in class.
Teaching Aids:
1. a computer
2. a tape recorder
3. a projector
Teaching Procedures:
Step I Greetings and Revision
Greet the whole class as usual.
T: In last period, two students described a frightening situation. Do you remember?
Ss: Yes.
T: What is it about?
Ss: It's about a cobra. It is frightening.
T: Who will give us another example?
SA and SB We will try.
(A: Student a; B: Student b)
A: Are you afraid of lightening?
B: Not very. What about you?
A: When lightening appears, I'm not frightened if I'm at home or at school. But if I am in the open air, it is a different matter.
B: Please tell us your experience, will you?
A: Yes. That was when I was seven. We lived in the countryside then, you know. One afternoon, when I was in the field with my mother, there was an increase in the winds. We hurried home but that was too late. On our way home, the clouds gathered and the winds increased to a storm. It became darker and darker. Suddenly there was thunder and lightening.
B: What was it like?
A: First came the terrible lightening. It was very bright. Everything around me and I myself appeared to be white. Then came the thunder. Crack! It seemed that something exploded. That's the terrible sound I've ever heard. I was frightened to death and threw myself into my mother's arms. She got into a total panic. Carrying me on her back, she ran as fast as she could. Later, we heard that the lightening struck a tall tree and some of the branches burnt.
B: That's terrible. I'm frightened to hear that.
Step II Pre-reading
T: Please open your books at Page 75, Pre-reading. Read the information in Part 1 and have a discussion with your partner. Then we'll ask some students to talk about it.
(After a few minutes' discussion.)
T: Who can tell us something about the pictures?
Sc: This terrible story happened in Italy in the year 79 AD. The volcano's name is Vesuvius. It was quiet for hundreds of years and then it suddenly erupted. The second picture is the volcano Vesuvius. In the picture it was erupting.
SD: I think the first picture shows us a terrible scene after the volcano erupted. It is said that the whole city was buried under the metres of hot ash and mud, and 3000 people were killed. But since 1914, there has not been any damage.
SE: In the third picture, we can see the relics of that city. If was excavated a
long time ago and now it is a natural cultural relics. People can go to see
the relics of the towns. Pompeii and Herculaneum, and even go to the top of the volcano to visit it.
T: Do you know which country has the most volcanoes?
SF: Perhaps Japan.
T: Do you know what makes volcano?
Who can tell us something about it?
SG: I'll try. As we know, the inside of the earth is very, very hot. There, the rock
has become liquid, and it is always boiling. The hot melted rock always tries to get out, like the boiling water and the steam. In some places the hard shell of the earth is weak and thin. It will burst through. Some volcanoes can be quiet for some years, even hundreds of years.
Step III Reading
T: Quite right. Some of the students know quite a lot. We should learn from them. Now read the text fast and find the answers to the questions on the screen. Write your answers on a piece of paper and I'll collect the first five pieces.
(Teacher shows the following on the screen.)
Scan the text and answer the following questions. 1. What is described in the following passage? What happened? 2. When and where did it happen? 3. Who is the writer of the letter
T: (A few minutes later.) Have you finished? Those who have finished, hand in your answer pieces, please. (Teacher collects the first five pieces.) Who will answer the questions? Volunteers?
Sa: I'11 answer Question 1. In the passage, the writer describes how his uncle died. When the volcano was erupting.
Sb: Question 2. It happened near the Mount Veruvins on the 24th of August in 79 AD.
Sc: Question 3. The writer of the letter is Pliny's nephew.
T: (Show the screen.) Very good. Please read the text again and discuss the questions on the screen with your partner. A few minutes later, I'll ask some students to give us their answers.
Answer the following questions:1. For what reason did the writer write the letter?2. Why did the writer's uncle go to see the sight?3. What did he do in order to help the other calm down?4. What did they do in order to be against the shower of rock?5. Why did they carry torches?
Suggested answers:
1. Because Tacitus was writing a history book and he needed something about his uncle's death. So he asked the writer to tell him something about his uncle.
2. Because he wanted to see it from closer at hand. Later, he received a letter from
his friend's wife, asking him to rescue her, so he wanted to rescue her.
3. In order to make his friend calm down, he asked to be taken to the baths.
4. They tied pillows on top of their heads as protection against the shower of
rock.
5. Because it was daylight else where in the world, there the darkness was darker and thicker than any right, so they arrived torches to give light when they
went out.
T: Now look at the screen, please. (Show tile screen.) There are some useful words and expressions in the text. Read them and pay attention to their usages.
Useful words and expressions:
1. draw one's attention: He is very quiet and doesn't draw much attention to himself.
2. at hand: I haven't my book at hand, but I'll show it to you later. He lives close at hand.
3. call for: Success in school calls for much hard work.
4. urge: He urged me to join their company.
5. upon arrival: He telephoned his mother on/upon his arrival.
6. calm down: He told Tom to calm down.
7. in (a) panic: The crowd in a panic fled in all directions.
8. more…than…He is more mad than stupid.
Step IV Listening and Reading Aloud
T: Let's listen to the tape. When I play it for the first time, just listen to it.
When I play it for the second time, you can follow it in a low voice. Then read
the text aloud by yourselves. Is that clear?
Ss: Yes.
(Teacher plays it {or tile students to listen. Then the students read the text. While they are reading, the teacher goes among the students to correct their mistakes in pronunciation and intonation if there are any. )
Step V Post-reading
T: let's go oil to do Post-reading 1,2 and 4. Read the requirements carefully and
have a discussion with your partner. Some minutes later, we'll check the answers.
T: (After a few minutes.) Are you ready? Now explain what the words in bold refer to.
S1:“it”in the second paragraph refers to “a cloud of unusual size and shape rising from a mountain”.
S2: “the one” in the fifth paragraph refers to “the wind”.
S3: In the fifth paragraph, “the other” refers to my uncle's friend Pompy.
S4: In the fifth paragraph “their” refers to “broad sheets of flame” and in the
next line, “they” refers to “scared people”.
T: Now the fourth. Who can give us three examples that show he had no fear? One student, one example.
S5: I'll try. The first is that during his trip to his friend's home, which was at the foot of Vesuvius, he wrote a report about all he observed on the way.
S6:The second is that after rescuing Rectina, he still wanted to rescue his friend Pompy. When he saw his friend Pompy, he asked to be taken to the baths in order to help his friend clam down.
S7: I'll give the third example. After baths and dinner, he said he wanted to
sleep. When broad sheets of flame were lighting up many parts of Vesuvius, people scared, but he told them that the flames came from the homes of farmers who had left in a panic with the kitchen fires still on.
T: Are they right?
Ss: Yes.
Step VI Summary and Homework
T: In this class, we've learned the text “Under the Volcano”. You have done
the good work. After class, read the text again, and try to use the useful
words and expressions in your communication. Do you still remember them? Let's recall them together. The first one is: draw one's attention…
(Teacher writes them on the black board.)
Then do Part 2 and 3 in Post-reading That's all for today. Class is over.
Step VII The Design of the Writing on the Blackboard
Unit 10 Frightening natureThe Second PeriodUseful words and expressions:draw one's attention, at hand, call for, urge, upon/on arrival, calm down, in a panic, more… than…
Step VIII Record after Teaching
The Third Period
Teaching Aims:
1. Get the students to complete a passage according to the information given.
2. Get the students to review the usage of the present participle and the past participle.
3. Get the students to learn and master
Grammar: Ellipsis.
Teaching Important Points:
1. Enable students to learn how to choose the present participle or the past participle.
2. Learn about Ellipsis of different types.
Teaching Difficult Point:
How to use Elliipsis to make a sentence brief and clear.
Teaching Methods:
1. Practise to make the students master what they've learned.
2. Inductive method to give the students a clear picture of they should master.
3. Pair work or group work to make every student be active in class.
Teaching Aids:
1. a computer
2. a projector
Teaching Procedures:
Step I Greetings and Revision
Greet the whole class as usual.
(Teacher and students learn the new words of this period together. )
T: Have you finished your homework?
Ss: Yes.
T: Who will read his word webs to us?
(Teacher asks some students to read. At last teacher shows the following on
the screen. )
Step II Word Study
T: (Show the screen.) Now let's do an exercise. Read the news on the screen
and fill in the blanks with the words we've learned. Pair work or group work.
Complete the news: The active v on Montserrat caused more than US $ 323 000 damage to crops and the island's water system, the government said Thursday. The island was covered with d and a_________ as deep as four inched. Fruit trees and crops were severely damaged, but none of the people were reported injured, officials said. Some wildlife habitats were damaged. The volcano on Montserrat sprang to life in 1995. More than half of thepopulation f______ and never returned a . An eruption in 1997 killed 19people and buried the capital of Plymouth. Although there was a feeling of p_________, people told reporters that they would not leave their island.
Officials said costs for cleaning up could reach US $188 000. The UN has u________ other countries to help. Britain already gave 2 million pounds last aid Tuesdays.
Suggested answers :
olcano, ust, sh, led, gain, anic, rged
T: Look at the two sentences on the blackboard.
This is a moving story.
The boy is deeply moved by the story.
Can you tell me the difference between “moving” and “moved”, Li Hua?
Li Hua: Yes. The present participle “moving” expresses an action that happens around the same time as the main verb with an active meaning while the past
participle “moved” expresses an action that is completed with an passive meaning. Am I right?
T: Yes, quite right! Please open your books at Page 78. Look at Ex. 2. Read
the sentences and fill in tile blanks with the proper forms of the words in
brackets. And then check your answers with your partner.
Suggested answers:
1. frightening; frightened
2. upsetting; upset
3. terrified
4. scaring; seared
Step III Grammar
T: (Teacher writes the two sentences on the blackboard. )
1. Upon arrival, my uncle hugged Pompy and (?) tried to give him courage.
2. Then came a smell of sulphur, and then (?) flames.
Look at the two sentences on the blackboard. They are both from the text. Read them and decide which words were left out at each place of the question marks.的維蘇危火山爆發的情景，通過該文章的閱讀，豐富了學生的有關本單元主題的語言和信息。
語法部分是有關省略的知識，包括三個步驟：1，提供常見的省略句式的例句，供學生自主學習，探究常見省略句式的規律；2，機械性操練。檢驗學生自主學習的結果，強化對常見省略結構的掌握，3，有意義的操練，在對話語境中發現并理解常見的省略結構，加深理解。
本單元體會最深的是：討論叔叔的大無畏的精神，從中學到不畏艱難，勇于面對困難，珍惜自己生命等。
不足之處；本單元聽力偏難，用的時間過長。
單元測試
1.1 單項填空
1．Over a third of the population was believed to have no to the health care.
A. access B. aid C. basis D. belief
2．It’s always difficult being in a forging country, if you don’t speak the language.
A. especially B. specially C. extremely D. obviously。
3．The annual death rate in the United States is 11 per thousand, that of Latin America is 23 per thousand.
A. when B. while C. however D. though
4．As is well known to us, a force of attraction between two objects.
A. it always exists
B. there always exists
C. it always exists to be
D. there always exists to be
5． That a car causes so much pollution, I would never have bought one.
A. I had known B. If I knew
C. Had I known D. If I would know
6．She traveled a great deal, did most of her friends.
A. which B. what C. it D.
7．They have been trying to arrive at a practical solution the problem.
A. in B. to C. on D. wit
8．There are over 100 right clubs in the city, but you don’t often see that is empty.
A. one B. the one C. it D. t
9．The key the earth is to change the way we live.
A. to save;/ B. to saving;/
C. to save; how D. to saving
10．The doctor advised that I a month or so before going back to work.
A. relaxed B. was relaxing
C. would relax D. relax
11．If proper medical care is given, a good chance that the sick boy will get well soon.
A. it might be B. there might be
C. it’s D. there’s
12．She never went again, to apologize.
A. or she ever wrote B. nor did she write
C. nor she ever wrote D. or did she write
13．If balance of nature is disturbed, bad results will take place.
A .the; the B. /; / C. the; / D. /; the
14．It’s bad manners to say “Get out!” or rude remarks
A. such some B. some such
C. such any D. any such
15．-Why didn’t you answer when I spoke to you this morning?
-I but you didn’t hear me.
A. did B. had C. should D. could
1.2 完形填空
Trees are useful to man in three very important ways. They provide him with wood and other 1 ; they give him shade; they help to prevent drought(干旱)and 2 .
Unfortunately, in many 3 of the world, man has not realized that the third of these services is 4 important.
Two thousand years ago a rich and powerful country cut down its trees to 5 warships, with which to gain itself an empire. It gained the empire, but, 6 its trees, its soil became hard and 7 . When the empire fell to 8 ,the home country hound itself faced by floods and starvation.
Even where a government realizes the importance of a plentiful supply of trees, it is difficult for 9 to persuade the villager to see this. The villager wants wood to cook his food 10 ; and he can earn money 11 making charcoal or selling wood to the townsman. He is usually too lazy or too careless to plant and look 12 new trees. So, unless the government has a good system of control, or can 13 the people, the forests will slowly disappear.
This does not only 14 that the villagers’ sons and grandsons have 15 trees. The results are even more serious; for where 16 are trees, their roots break the soil up-allowing the rain to sink in-and also bind(結合)the soil, thus preventing its 17 washed away easily, but where there are no 18 ,the rain falls on hard ground and carrying 19 with it the rich top soil, in which crops 20 so well. Well all the topsoil is gone, nothing remains but worthless desert.
1．A. uses B. products C. production D. result
2．A. floods B. soil C. air D .sunlight
3．A. corner B. part C. place D. parts
4．A. the most B. the more C. most D. much
5．A. set B. build C. put D. organize
6．A. with B. by C. on D. without
7．A. poor B. fine C. beautiful D. pretty
8．A. break B. unite C. bits D. pieces
9．A. it B. them C. he D. they
10．A. with B. by C. on D. 不填
11．A. with B. of C. by D. to
12．A. after B. for C. at D. out
13．A. ask B. educate C. want D. remove
14．A. mean B .refer C .know D. realize
15．A. a few B. fewer C. a little D. little
16．A. they B. we C. here D. there
17．A. been B. being C. is D. was
18．A. water B. trees C. soil D. air
19．A. away B. off C. with D. by
20．A. come B. grow C. get D. turn
1.3 閱讀理解
A
Our surroundings are being polluted faster than nature and man’s present efforts cannot prevent it. Time is bringing us more people, and more people will bring us more industry, more cars, larger cities, and the growing use of man made materials.
What can explain and solve this problem? The fact is that pollution is caused by man-by his desire(欲望)for a modern way of life. We make “increasing industrialization(工業化)”our chief aim. So we are often ready to offer everything; clean air, pure water, good food, our health and the future of our children. There is a constant flow of people from the countryside into the cities, eager for the benefits of our modern society. But as our technological achievements have grown in the last twenty years pollution has become a serious problem.
Isn’t it time we stopped to ask ourselves where we are going-and why? It makes one think of the story about the airline pilot who told his passengers over the loudspeaker. “I’ve some good news and some bad news. The good news is that we’re making rapid progress at 530 miles per hour. The bad news s that we’re lost and don’t know where we’re going.” The sad fact is that this becomes a true story when spoken of our modern society.
1．Man cannot prevent the world from being polluted because .
A. they want very much to find well-paid jobs
B. they are anxious to enjoy the achievements
C. they have become tired of their homeland
D. they have a strong wish to become industrial workers.
3．According to the passage, what does man value most among the following?
A. Industry B. Health
C. Clean air D. The future of the children
4．The story about the airline pilot tells us that .
A. man know where the society is going
B. people do not welcome the rapid development of modern society
C. man can do little about the problem of pollution
D. the writer is worried about the future of our society
5．What does the writer really want to say in this passage?
A. With the development of technology pollution has become a serious problem.
B. Lower the speed of development to stop pollution.
C. It’s time we did something to reduce pollution.
D. As industry is growing fast, pollution is the natural result.
D
In many countries today, laws protect wild life. In India ,the need for such protection was realized centuries ago.
About 300 B.C. an Indian writer described forests that were somewhat like national parks today. The killing of tame beasts was carefully supervised(監督). Some animals were fully protected. Within the forest, nobody was allowed to cut trees, burn wood for charcoal, or catch animals for their furs. Animals that became dangerous to human visitors were caught or killed outside the park, so that other animals would not become uneasy.
The need for wildlife protection is greater now than ever before. About a thousand species(物種)of animals are in danger of extinction(dying out), and the rate at which they are being destroyed has increased. With mammals(哺乳動物)，for instance, the rate of extinction is now about one species every year: from 1 A.D. to 1800, the rate was about one species every fifty years. Everywhere, men are trying to solve the problem of protection wildlife while caring for the world’s growing population.
1．The example of man’s connection with wildlife protection can date back to .
A. the 3rd century B. over 2000 years ago
C. 1 A.D. D. 1800 A.D.
2．In forests of ancient India .
A. people were permitted to hunt for fur
B. only tigers could be killed
C. the killing of tame beasts was strictly limited
D. no killing of beasts was allowed
3．Dangerous animals were caught or killed outside the park .
A. so as to keep human visitors sage
B. in order not to frighten other animals
C. both A and B
D. none of the above
4．From the passage we can infer that .
A. the growth of the world’s population means greater danger to wildlife.
B. about a thousand species are in danger of extinction
C. the rate of extinction of mammals is lower now than it was from 1 A.D. to 1800
D. hunting animals is forbidden everywhere
C
In the past, man did not have to think about the protection of his environment. There were few people on the earth, and natural resources seemed to be unlimited.
Today, things are different. The world has become too crowded. We are using up our natural resources too quickly, and at the same time we ware polluting our environment with dangerous chemicals. If we continue to do this, human life on earth will not survive.
Everyone realized today that if too many fish are taken from the sea, there will soon be none left. Yet, with modern fishing methods, more and more fish are caught. We know that if too many trees are cut down, forests will disappear and nothing will grow on the land. Yet, we continue to use bigger and more powerful machines to cut down more and more trees.
We realize that if rivers are polluted with waste products from factories, we will die. How ever, in most countries waste products ate still put into rivers or into the sea, and there are few laws to stop this.
We know, too, that if the population of the would continues to rise at the present rate, in a few years, there will not be enough food.
If we eat more vegetables and less meat, there will be more food available for everyone. Land that is used to grow crops feeds five times more people than land where animals are kept.
Our natural resources will last longer if we learn to recycle them.
The world population will not rise so quickly if people use modern methods of birth control.
Finally, if we educate people to think about the problems we shall have a better and cleaner planet in the future.
1．Today, we have o think about the problem of our environment, because .
A. things are getting worse and worse
B. the limited natural resources are being used up too quickly
C. the environment is continuing to be polluted by too much waste and poison.
D. if we care nothing about the protection of the environment no human beings will exist on earth
2．If we .the natural resources can be used longer.
A. use them as little as possible
B. use them properly and pay attention to the recycle
C. make full use of them
D. learn to recycle them
3．Which of the following statements in Not true?
A. If we eat more vegetables, more food can be saved.
B. In the past, there was no need for us to think about the environmental protection.
C. If we keep on cutting down trees, forests will disappear, and nothing will grow on land.
D. We should not take more and more fish out of the sea, or there will some be no fish left.
4．In order to slow the increase of the world population, .
A. we should encourage the young people to marry later.
B. we should encourage the married to use modern methods of birth control
C. we should let the people have more education
D. both A and B
5．According to the passage, the most important thing we must understand is that .
A. we should deep our environment from being polluted
B. we must make enough laws to protect our natural resources
C. man will destroy himself if he doesn’t solve the problems mentioned in the passage
D. we will have no enough food if the population of the world countries rises at the present rate.
1.4 短文改錯
There must be a great many of people who didn’t 1．
go to university, even if they want to ,since they 2．
couldn’t afford the time off work; they had their family 3．
to support or, if they were women, they have to stay 4．
at home in order to look after their children 5．
As the opening of the Open University in January, 6．
1971, people in Britain are now able to take university 7．
degree despite(盡管)these difficulty, for the courses 8．
are specially designing so that you can study at home 9．
In this way many people’s dreams have come in true. 10．
答案
1．去掉of 2．want轉化為wanted
3．family轉化為families 4．have轉化為had
5．√ 6．As轉化為with
7．take后加a 8．difficulty轉化為difficulties
9．designing轉化為designed 10．去掉into
1.5 書面表達
Lance Chapman是一位來自奧利嚴堪培拉（Canberra）Keleen High School的校長。他到你校參觀，想和一些學生進行座談。現由你主持座談會，代表（on behalf of）在座的同學用英語致歡迎辭，歡迎辭須包含以下幾點：
1．對來訪的客人表示歡迎。
2．Lance Chapman來自Keleen High School;中學校長；教育、教學經驗豐富。該校是一所國際學校，招收（enroll）各國學生，特別歡迎來自中國的學生。本次來訪，主要想了解中國中學生英語學習情況及有關課程的開設情況。
3．請大家暢所欲言，并請Mr Lance Chapman講話.
注意：
1．需將要點講清楚，可適當增加有關細節，不要逐條翻譯說明。
2．詞數100左右。
3．開頭已給出，不計人總詞數。
Hello, everybody. It gives us great pleasure to get together with our guest from Australia…
參考答案
Hello, everybody. It gives us great pleasure go get together with out guest from Australia Please allow me on behalf of all the students present here, to express our warm welcome to Mr. Lance Chapman. Mr. Lance Chapman is a headmaster with much education and teaching experience from the international keleen High School in Canberra, which enrolls overseas students from China are especially welcome. He is going to have a talk with us so that he can learn how we Chinese students study English. He also wants to know something about subjects we study at school. I think it is a good chance for us to learn from him. If you have any questions in learning English, please feel free to ask him for help. Now let’s welcome Mr. Lance Chapman to make a a speech to us.